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Reflecting on 5 Years of Book Village NPC

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Five years ago, Book Village NPC began with a bold and beautiful vision: to use technology to bring volunteer tutors from around the world into overcrowded South African classrooms so that every child might have individual reading tuition at school.  What started as a small initiative grounded in hope and collaboration has grown into a vibrant village of young readers, passionate tutors and generous believers who contribute in so many ways.

From the first rather brave young learner to connect with a remote tutor on our app – seeing their face absolutely light up as they realised that there was a caring person speaking to them through their headsets, until today, we have witnessed thousands of children read through the programme. We’ve seen the joy of a child realising that they are learning to read, and the powerful ripple effect of literacy unlocking confidence, curiosity, and possibility. 

Our journey has not been without challenges. We constantly battle poor internet connectivity at schools and economic constraints, and we have had to continuously develop to keep abreast of changes in the Education Department’s reading strategy, while being mindful of taking time out of the school day. But we have done so with a commitment to our core values of innovation, community, heart, access and reach.

We are especially proud of the partnerships that have shaped us—schools who welcomed us, parents and communities who trusted us, volunteers who gave so generously of their time, and donors who believed in our mission. Together, we have not only built a reading programme but also created local employment, trained future educators, and developed a scalable model that blends technology with human connection.

As we celebrate this five-year milestone, we do so with immense gratitude and renewed purpose. The need for literacy in South Africa remains as urgent and important as it was 5 years ago, and so does our belief that learning to read is a human right.

~ Written by Sarah Bradfield, Co-founder and CEO of Book Village NPC

The Ripple Effect: How Small Moments Create Big Change

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When people talk about impact, it is often measured in numbers. How many children are reached, how many books have been read, how many hours of tutoring have been completed. But some of the biggest changes we see at Book Village start small. Sometimes it starts with a child reading their first sentence. Other times, it starts with a shy learner speaking up for the very first time.

These moments often go unnoticed, but they are the start of something much bigger. A child who reads confidently today may go home and share that excitement with a sibling or parent. A learner who feels proud of finishing a book may suddenly start raising their hand in class. Quiet progress often leads to bigger shifts in a child’s life and in the lives of those around them.

One-on-one reading support helps build more than just literacy skills. It builds confidence. A confident learner is more likely to try, more likely to ask questions, and more likely to stay engaged in their learning. At Book Village, our tutors know that what feels like a small win today often leads to much bigger steps later on.

While Book Village’s work focuses on individual support, we know that the benefits don’t stop there. When a child builds confidence in reading, it doesn’t only shape their learning experience, but it can have a positive effect on their future, their family, and their wider community. Strong literacy skills open doors to better educational outcomes, which in turn help to build stronger, more informed communities

One of the most powerful things about this work is that the ripple effect extends to our volunteer tutors as well. Again and again, volunteers share how much the experience means to them. Monica from Belgium said, “The sheer joy of hearing smiling voices as the learners grew in confidence took me by surprise. I keep arriving late for work because I want to fit in just one more session.”

For some, it brings new meaning to community connection. As Hartmann from South Africa put it, “Book Village is making a real difference in the lives of children across the country… If you are looking for a way to make a meaningful impact in your community, I encourage you to consider supporting this organisation.”

Others describe it as a deeply personal experience. Deborah from Trinidad and Tobago wrote, “The experience is burning a forever patch in my heart and brings a fresh breeze to the meaning of life.”

These reflections show that while our focus is always on the children first, the impact doesn’t stop there. Volunteers grow in confidence too, often describing their experience of supporting young readers as one of the most rewarding parts of giving their time. The connection they build to the work itself and to the purpose behind it, stays with them long after the reading session is over.

Real impact is not always loud or obvious. It can look like a smile after finishing a tricky sentence. It can be the moment a child says, “Can we read that one again?” or the steady encouragement from a tutor who knows that progress is built one word at a time.

At Book Village, we believe that reaching more children matters. But we also know that each individual child deserves care, time, and encouragement to help them succeed.

Big change starts small. One child. One story. One step at a time.

~ Written by Eleanor Payne

~ Photo by Kiana Bosman on Unsplash

Reading for Meaning

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Most of us read without even thinking about it – WhatsApp messages, road signs, food labels. It’s a skill so ingrained that we forget it’s something we once had to learn. But for millions of South African children, reading isn’t effortless. In fact, 81% of children in South Africa can’t read for meaning by the end of Grade 4 (10 years old). That figure is really alarming, and demonstrates the crisis in early education. 

I take for granted every day that I can read, but in 2019, an estimated 4.4 million South African adults were deemed illiterate. For children growing up in under-resourced communities, the odds are stacked against them from the start. In many primary schools in South Africa, “reading instruction often focuses solely on oral performance, neglecting reading comprehension and making sense of written words” (BBC, 2023). Without comprehension, reading becomes little more than a mechanical exercise, and this is why South Africa ranked in last place out of the 57 countries assessed in the Progress in International Reading Literacy Study in 2021.

This is where Book Village steps in. We are an NPC on a mission to change this reality, one child at a time. Book Village provides low-income schools with digital reading infrastructure and one-on-one support with volunteers from all walks of life. Our focus is simple: enabling children to read for meaning and enjoyment.

So, what exactly is the difference between reading and reading for meaning?

Reading typically refers to the ability to decode text: sounding out letters and syllables, recognising and pronouncing words correctly, and reading sentences fluently out loud. These skills are all vital to being able to read for meaning, but prioritising these skills alone can lead to children missing out on understanding what they are reading.

Reading for meaning is where actual comprehension comes in. It means that a child can do all of the above, as well as understand the meaning of the words, make sense of them in context, be able to connect ideas across sentences and infer meaning, even if it isn’t directly stated. Children should also be able to ask questions and form opinions about what they have read, and predict what could come next.

Take the sentence: “The dog ran to the gate.” A child might be able to read this aloud perfectly, but do they understand why the dog ran? What a gate is? What role the sentence plays in the wider story? A child who can read for meaning might say, “The dog ran to the gate because its owner was calling it home.” They have the ability to move beyond the words themselves and understand the story they tell.

This skill is critical. Children who can’t read for meaning by age 10 are far more likely to fall behind in school, repeat grades, and ultimately drop out. Over time, poor literacy can lead to long-term economic hardship and reduced life opportunities.

That’s why early support is everything. By offering one-on-one reading time with caring adults and providing access to books and digital tools, Book Village helps children build confidence and connection, both of which are essential to learning.

We don’t just want children to read. We want them to understand, question, wonder and – most importantly – enjoy reading. Because when a child reads for meaning, they’re not just learning how to read – they’re learning how to learn.

~ Written by Eleanor Payne

How One-On-One Attention Changes Everything

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Children don’t just learn from instruction, they learn through connection. In the earliest stages of development, it’s often the relationships children form that shape how they learn, how they see themselves, and how confidently they approach the world around them. The simple act of being seen, heard and supported can make all the difference in a child’s learning journey. That’s why over at Book Village, we have built a programme designed to give every child the time, care and encouragement they deserve. We believe that one-on-one attention isn’t just a nice extra – it’s foundational.

In overcrowded classrooms, it’s impossible to give every child the personalised support they need to thrive. Teachers work tirelessly, often juggling different language backgrounds, learning levels, and limited resources. But when class sizes are that large, even the most dedicated educators can’t reach every child, every day. Children with learning challenges often fall behind quietly, becoming what we call “invisible readers” — learners who sit in the back, never raising their hand, slipping through the cracks simply because no one has the time to ask, “What do you think?” 

That is where Book Village’s approach is different. Our online reading programme is built around the idea that one-on-one attention is not a luxury, it’s a necessity. Every child we work with is paired with a volunteer tutor who focuses solely on them. These tutors don’t rush, don’t correct harshly, and don’t move on before a child is ready. Instead, they listen, encourage, and celebrate every small step. They lead with patience, warmth and consistency, building the kind of safe, supportive relationship that builds confidence and motivation over time. They’re what researchers call attuned adults, people who notice not just the words a child says, but the hesitation in their voice or the spark of curiosity in their eyes. That kind of connection builds trust, and with trust comes confidence.

Research shows that strong relationships between children and the adults supporting them are key to early development. A child who feels safe, supported and understood is more likely to take risks in their learning. For reading, that might mean sounding out a tricky new word, asking questions about what’s happening in a story or sharing their own ideas about the characters. Over time these small acts build both skill and confidence. 

And importantly, one-on-one learning removes the fear of being judged. In a large class, struggling readers often keep quiet to avoid making mistakes in front of their peers. But in a private one-on-one space, mistakes are welcomed as part of the process.

One child, one tutor, one story at a time. This is how confidence is built. Not through pressure or perfection, but through patient, personal attention.

~ Written by Eleanor Payne, volunteer at Book Village

Ways to Help Students Who Need Extra Support

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Some students need little encouragement to share their opinions or ideas during reading sessions. Others, however, need extra support to feel confident enough to read and participate. Here are some ideas of “intentional and instructional prompts” that adults can use to encourage children to talk (Towson et al. 2017). These prompts are taken from Weadman, Serry and Snow (2023). 

For some students, even supportive prompts can be challenging. Some students might have limited English, learning needs or be extra shy. Here are a few suggestions to support your interactions with them, from our experiences working with students on the app and in schools. 

The purpose of each reading session is to help students feel successful and confident in their ability to learn. Each student is learning at their own pace. Not all students will require the above prompts or support, but providing help to those who need it will ensure that all students feel positive about themselves and be encouraged to keep trying.

Written by: Eva Roding (Book Village Volunteer)

 Photo by TopSphere Media on Unsplash

References

Towson, J., Fettig, A., Fleury, V. & Abarca, D. (2017) Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education. 37(3) 132-146. 

DOI 10.1177/0271121417724875

Weadman, T., Serry, T., & Snow, P. C. (2023). Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading. Early Childhood Education Journal, 51(8), 1335–1348. https://doi-org.ezproxy.auckland.ac.nz/10.1007/s10643-022-01381-8

My Year with Book Village

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I have been reflecting on my time working with Book Village now that I am back in New Zealand and preparing to be a classroom teacher again. Being in South Africa and working with Book Village for most of 2023 has impacted me in so many ways. I am forever changed by the students, our tutors and the Book Village Team. 

The students

I loved spending time with our learners – both at our school in Johannesburg and in Cape Town. They are resilient and brave, funny and delightful. They have had so many barriers and work so hard! Seeing the progress they have made, and the confidence they have developed, from the beginning of the year to now makes me emotional and just so proud. From reading with them on the app, to teaching them in person at the schools and running workshops and fun days for them, I loved the time I was able to spend with these beautiful children. They have such a huge portion of my heart and I think the only reason I was able to leave is because I know I will be able to continue to read with them online. I have countless funny interactions and sweet memories to take back with me. 

The tutors 

The people we have volunteering with Book Village are incredible! They, too, are resilient – dealing with our network and load shedding problems and showing up in the kindest, most supportive way for our learners. I have been able to meet some of you in person, some online and some over the headphones during reading sessions as we troubleshoot together. Thank you for being so invested and involved. Your humour and generosity is noticed, needed and so appreciated. I feel very lucky that I get to keep working as a tutor on the app even now that I am home in New Zealand. 

The Book Village Team 

Anyone who has met Lauren and Sarah knows how committed, passionate and compassionate they are. They love the students and work tirelessly to create the best outcomes for every individual that walks through the Book Village doorway. I have learned so much from working with them as we have trialled and tested new resources, teaching methods, ideas and solutions. We have laughed our way through the multitude of challenges that arise and I have been continually inspired by their seemingly endless tenacity and drive. 

This past year has been so special for me. It was so hard to leave but Book Village will always be a big part of my heart. Whether that’s reading with the children on the app in the New Year, continuing to work with Lauren and Sarah in the background or my future visits to South Africa and our schools, I hope that I always get to be a part of Book Village.

~Eva Roding

Picture: Mpho, Lauren, Eva, Nini, Lerato, Sarah

World Book Day

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Unesco’s World Book and Copyright Day on 23rd April each year is celebrated to promote reading and the enjoyment of books everywhere.

Reading for pleasure in childhood is the biggest indicator of future success, and is more important than the parents’ educational background or income. The benefits of children reading for enjoyment include improved vocabulary,  empathy skills and mental health as well as improvements in all school subjects.

Helping children to read well enough to read for pleasure is the highest goal of Book Village. At the beginning of this year we conducted formal assessments of all the grade 2 and 3 learners at the low-income school we are working in.  Our results show that very few children are reading at the expected level for their age (about 12% in grade 2 and 8% in grade 3), and we think that we would get similar results if we tested children in most low-income schools in South Africa.

But we have noticed improvements in many areas since the beginning of the year.  Children who could read enough to start on the most simple level of the reading scheme (Aweh! By Oxford University Press) began lessons with the volunteer tutors in February this year. These children have already grown in confidence and improved their reading, vocabularies and memories. They are also getting the hang of paying attention to what they’ve been reading and thinking of creative and solid answers to the tutor’s questions.

Every time a child logs in to the Book Village app they are certain to have a motivated, patient and kind person fully devoted to helping them read for the next 20 minutes – and they love it!  The children benefit from the diversity of our volunteer tutors, their unique styles and varied takes on the story in the book.

Book Village isn’t trying to solve for a lack of books and reading material in low-income areas.  There are several organisations that do incredible work in providing books to young children. Book Dash and Nal’ibali are two great places to access free books and stories for young South African children. Instead, Book Village is about bringing the human connection back into the learning to read process by allowing every child to learn with the help of their own online tutor.

This World Book and Copyright day, consider becoming a Book Village Volunteer.  The more volunteer tutors we have, the more children we can help. Just think – while you have a 20 minute coffee break at your desk you could be teaching a child to read and develop a life-long habit of reading for enjoyment.

Have a Go!

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Helping together

‘Volunteering is at the very core of being a human. No one has made it through life without someone else’s help.’ – Heather French Henry

The word volunteer brings to mind someone who goes out into the field and physically gives of themselves to help others. This can be done through looking after animals, teaching children new skills, building structures and so many more. And what a wonderful way to give back! According to the International Labour Organizations Statistics, it is estimated that there are 970 million volunteers worldwide.

There are so many benefits for those receiving, but also for those giving.

Individuals experience the development of new skills, being part of a community, meeting new people with similar interests, a gain in confidence, reduced stress and anxiety, extra endorphins and the ability to make a difference.

However, volunteering isn’t limited to being in a particular place at a certain time.

Virtual volunteering, especially now in the time of COVID, has changed this. It is an efficient, easily accessible, flexible and convenient way to help others and give back to your community.

Sites such as ForGood, Volunteer Match and Engage are great places to find the perfect form of volunteering suited to your skills, needs and location, whether in-person or virtually.

So, what about Book Village?

We provide our volunteer community with access to digital tutoring where they help learners from low-income areas learn to read for meaning and enjoyment. The children we help are from overcrowded and under resourced schools where teachers are far too overextended to support their learners individually. Human connection is an essential part of the learning-to-read process and so the Book Village app ensures that each learner receives one-on-one attention with a live tutor.

Along with all the positive benefits of virtual volunteering, the reading sessions on the Book Village app are no longer than 20 minutes each, which benefits our volunteers who are pressed for time in their busy schedules. It is up to them how many sessions they want to teach a day or week. There is no prep involved for volunteers in all reading sessions and tutors can teach a child to read on the app from anywhere in the world.

The Book Village app is efficient, measurable, easy to use, and convenient for all our volunteers and if you want to become a tutor and help our children learn to read go to https://bookvillage.co.za/ and sign up.

We would love to have you as part of our community!

Photo by Hannah Busing on Unsplash

Learning to Read with Levelled Readers and Other Resources

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Spiderman reading

Most of us won’t remember the process of learning to read, but we will remember inching our way through the levelled readers we brought home from school to read to our Mums, with their baffling stories of snowy Christmasses, tobogganing, lots of tea drinking and pink iced cakes.

With schools remaining closed until mid February at the earliest, and likely to close whenever COVID numbers go up again, many children will probably spend a large part of this year out of school and so will not have access to their school’s reading scheme.

Why are reading schemes used in schools?

There is a lot of science that goes into developing reading schemes. The best ones are developed to allow for easy practise of the essential components of reading. Learning to read is not a natural process, and children need to be taught and practise phonics, phonemic awareness,  “sight” words, vocabulary and comprehension.  

But the good thing for children away from their schools is that all books will provide opportunities to practise their reading skills, and reading schemes should not be used as the only books available for children.  Whilst things have come a long way since Janet and John, and South African children will surely be more interested in the adventures of Lelo and Zazi (Aweh! From Oxford University Press),  the stories might not be motivating and interesting to all children. They should be given a wide range of reading material and choose what they enjoy. 

We have had a look at what is available to help teach your child to read at home:

  • There is a wonderful selection of children’s books to be borrowed from Gauteng Provincial Library on-line.
  • Collins have made over 300  levelled ebooks and worksheets available for free.  If you go to www.collins.co.uk you will find instructions on how to log in as a parent to access the content.
  • And aimed to increase young readers’ access to ebooks and audiobooks, the English Oak National Academy is providing a book a week from it’s author of the week.  They also have lots of excellent, free video lessons that you might like to try.

For teaching phonics we found some good free resources:

  • Feed the Monster, a free game from Curious Learning  will help little ones to learn their letter sounds.  This game is available in English and several other South African languages.
  • www.schoolroom.com has a good interactive activity to learn the phonemes.                                Fantastic Phonics have released a free digital edition for children during COVID times.
  • If you’re looking for great free printable phonic books, games and ideas for helping your child to read at home, go to www.themeasuredmom.com

Happy reading!

Photo by Road Trip with Raj on Unsplash

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